Perspectives on flipped L2 classes: implications for learner training

Marta Tecedor, Alejandro Perez

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


This manuscript contributes to the existing body of literature on learner training in computer-enhanced learning environments by examining how students conceptualize and experience their roles as learners in flipped Spanish courses and how these interpretations shape their behaviors and beliefs about learning under this new instructional approach. The goal of this study is to better understand learners’ attitudes toward flipped instruction (FI) and use that knowledge to identify areas in the training that could be developed to more effectively prepare lower-level Spanish students for FI. Participants (n = 431) completed an online survey. Confirmatory factor analysis (CFA) was conducted to determine the reliability of the instrument and a logistic regression was used to explore the variables associated with having a positive attitude toward FI. Our findings indicate that the main predictors of liking FIs are (i) being enrolled in an elementary course, (ii) having taken flipped courses in other subject areas, (iii) having a clear understanding of how the online platform works, and (iv) understanding the philosophy behind flipped courses. These results allow us to outline specific initiatives in the design of a learner training program for FI.

Original languageEnglish (US)
Pages (from-to)506-527
Number of pages22
JournalComputer Assisted Language Learning
Issue number4
StatePublished - 2021


  • Spanish
  • flipped instruction
  • learner training

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications


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